Relationships Between Students' Responses to Feedback, Initial Motivational States, and Decisions About Next Steps

• In Event: Motivation and Cognition: The Role of Teachers

Abstract

This study examined students’ affective and cognitive responses to feedback as measured by the Responses to Feedback (RtF) survey and the relationship between these processes and students’ initial motivational states. Survey data were collected from 93 students of one 7th grade ELA teacher, who had been identified for implementing effective formative assessment practices. Results indicated that students in this classroom tended to have positive responses to feedback. Moreover, correlations between responses to feedback, initial motivational states, and decision making suggest that responses to feedback, particularly judgments, might play a significant role in the decisions students make about next steps, more so than initial states.

Authors

• Angela M. Lui, CUNY School of Professional Studies

• Heidi L. Andrade, University at Albany - SUNY